The Loss of Student Motivation:
An Inquiry Project
Dana Wilson
University of Tennessee at Chattanooga
EDUC 590
Fall 2005
The Institutional Review Board of the University of Tennessee at Chattanooga
(FWA00004149) has approved this research project 05-242.
Introduction to the Problem
Research has illustrated that motivation affects student academic achievement
immensely. For example, “motivation can affect new learning and the performance of
previously learned skills, strategies, and behaviors, which has important implications for
schooling” (Pintrich & Schunk, 1996, p. 5). In addition, my own personal experience has
demonstrated that children are in danger of losing motivation early in their school
careers. For instance, my nephew lost motivation in relation to school early in his
educational career. This loss of motivation for school has left him in an extremely
precarious position as he enters high school and is looking toward the future. He has told
me, frankly, that he wishes that he would have “tried harder” when he was younger so
that he would not have been grouped in technical classes, or, as he refers to them, “the
dummy classes.” A close friend also communicated to me that her son’s middle school
math teacher told the class that, “I am tired of teaching and I bet that all of your parents
hate their jobs, also!” This statement forced me to question the effects of teachers on
student motivation. Thus, the purpose of this study is to identify the factors that cause
students, similar to my newphew, to lose motivation during their educational careers.
Review of Literature
Many topics abound in the field of education; one of great significance for
teachers to investigate is the motivation of their students. Motivation, which is
“conceptualized as students’ energy and drive to learn, work effectively and achieve to
their potential at school,” (Martin, 2003, p. 89), plays an essential role in student
achievement. Educational motivation has been examined by many of the great
researchers such as Plato, Aristotle, McDougall, and Freud. This substantial amount of
research has found that motivation, “is an important quality that pervades all student
activities” (Pintrich & Schunk 1996, p. 3). And furthermore, “motivated students display
interest in activities, work diligently, feel self-confident, stick with tasks and perform
well” (p. 3). Through this inquiry into the motivation of students, an explanation of
motivation, relating to education and students, are will be given. Additionally, the various
factors that affect the motivation of students will be discussed and the many pedagogical
methods teachers can employ to increase motivation will be reviewed.
Initially, we must define motivation, in relation to education. The study of the
motivation of students in the classroom is on the forefront of both educational and
psychological research. Psychological research has been completed focusing on “the
psychological functioning of a student, such as goal orientations, beliefs about ability and
beliefs about control” (Wentzel, 1997, p. 411) in relation to motivation. Research has also
been completed in behavioral psychology relating to student judgments on task difficulty
in relation to motivation, attributes for stress, failure, and evaluations of outcomes
(Weinert & Kluwe, 1997, p. 11).
In addition to these various studies, a great deal of educational research has been
completed on intrinsic and extrinsic motivation. Intrinsic motivation occurs when “task
participation is its own reward and does not depend on explicit rewards or other external
constraints” (Pintrich & Schunk, 1996, p. 258). An intrinsically motivated student
completes tasks because they have an interest in them and they have a high desire for
learning. This desire and interest in learning has an immense impact on student
achievement. Students, who learn for intrinsic reasons, “engage in activities that enhance
learning, in turn, learning promotes intrinsic motivation. As students develop skills they
perceive their positive progress and feel more efficacious about learning” (p. 258).
Furthermore, it has been found that, “the development of intrinsic valuing of intellectual
activities stands to provide the firmest of bases for sustaining intellectual motivation
through childhood and adolescence through adulthood” (Wentzel,1997, p. 412). Thus,
intrinsic motivation is an important factor from early education throughout adulthood.
Extrinsic motivation is described as what students’ focus on, “factors external to
themselves and unrelated to the task they are performing” (McDevitt & Ormond, 2006, p.
456). This type of motivation has been described as detrimental to student development
and achievement due to the fact that it generally is “a means to an end” (Wentzel, 2002,
p. 289). Extrinsically motivated students often “look for performance indicators (e.g.,
grades and rewards) and social comparisons (e.g., being the best or the worst in the
group) for evidence of who they are as students” (Perry, Nordby, & Vanderkamp, 2003,
p. 320). An example of an extrinsically motivated student is illustrated through this
teacher’s description of a student: “the main thing that seems to motivate Eric is doing
better than everyone else. Eric is not content to be second best” (Pintrich & Schunk,
1996, p. 2).
In addition to the previously discussed research, we must also examine the
various categories of students, in relation to motivation. The first category is the successorientated
student. These students are tremendously intrinsically motivated, low in fear of
failure, and especially engaged in academic activities. A second category of student is the
failure avoider. These types of students are extremely fearful of failure and are low in
their confidence for success. These students will employ various techniques such as
procrastination to alleviate stress and avoid failure. A third category is the over striver.
These students will are mainly extrinsically motivated and will “approach stress but
simultaneously fear failure greatly” (Pintruch & Schunk, 1996, p. 73). In the classroom,
an over striver will constantly be concerned with achievement and grades. Finally, we see
the failure accepter, which is considered the unmotivated student. These students will
show “a basic indifference to achievement” (p. 73) through being completely indifferent
regarding their education.
Numerous factors have been identified in relation to affecting motivation in
students. One factor that has been studied in great detail is social factors in relation to
student motivation. Social characteristics can be defined as, “the presence of others
motivating behavior” (Pintrich & Schunk, 1996, p. 189). We also find that “interpersonal
relationships that provide students with a sense of belongingness can be powerful
motivators of children’s school related interests” (Wentzel, 1997, p. 418). Research has
shown that students are likely to “adopt standards for performance and display academic
skills modeled by their classmates” (p. 418). This idea is directly related to the trait
theorists’ idea of students’ need for affiliation. This theory states that students choose
others, with similar interests, with whom to affiliate. This need for affiliation changes
greatly through a student’s academic career. For example, a fifth-grade student may
affiliate with other students in an entirely academic context while a high school senior
affiliates with others in a social context. (McDevitt & Ormond, 2002, p. 460).
In addition to peer interactions, parental interactions are also influential in
increasing motivation. When students have positive relationships with parents, they tend
to have a high emotional well-being in the classroom. In turn, this emotional well being
influences student interest in school and academic achievement (Wentzel, 1997, p. 418).
The need for approval from parents is a major contribution to this aspect of motivation.
Need for approval is defined as “a strong desire to gain the acceptance and positive
judgments of other people” (McDevitt & Ormond, 2002, p. 461). This need for approval
generally is strongest when students are young. As students grow, this approval from
parental figures is generally replaced by peer approval (p. 461).
Perhaps one of the most influential aspects of affecting student motivation is
teachers. Teachers realize that affecting motivation is a daunting task, and when polled,
teachers “list motivating students as one of their chief concerns and seek new ways to
accomplish it” (Pintrich & Schunk, 1996, p. 3). In the past, the role of teachers as student
motivators was viewed in an extremely narrow sense. The primary way for educators in
the past to motivate students was to dispense rewards such as “grades, privileges, praise,
prizes and stickers” (p. 328). However, this, as most aspects of modern education, has
changed significantly. Now, teachers affect student learning and motivation through
every action made within the classroom. It has been proven that teachers affect student
motivation through the effective modeling of positive values in the classroom (Wentzel,
2002, p. 287). It has been suggested that teachers provide students with “an intrinsically
motivated model with the potential to affect their own motivation to learn” (p. 287). Also,
it has also been recognized that effective teacher curriculum planning affects motivation.
When teachers plan effectively, they are concerned “with how much the instruction and
activities will appeal to student interests” (Pintrich & Schunk, 1996, p. 330). A third way
that teachers can influence motivation in the classroom is through positive feedback.
Feedback is divided into four categories: performance feedback, motivational feedback,
attributional feedback, and strategy feedback. Performance feedback occurs when a
teacher praises a student on effective work but also includes corrective information (p.
336). Motivational feedback provides information on a student’s progress and
competence; no reference is made to the degree of correct or incorrect answers (p. 337).
Attributional feedback links a student’s performance with positive attributes in order to
increase motivation. Strategy feedback allows students to see how well they are applying
various strategies taught in the classroom (p. 338). A final way that teachers can
influence motivation is through the disbursement of rewards. Bandura discovered that
“rewards are effective because people behaving in a given fashion will be rewarded” (p.
340). Motivational rewards in the classroom include grades, privileges, honors, free time,
points, tokens, stickers, and stars (p. 340). To curb students from becoming totally reliant
on these rewards, thus becoming totally extrinsically motivated, a teacher must be sure to
explain the reward system to the class. This explanation allows students to set goals to
strive for, which, in turn, increases motivation.
In direct relation to teacher influences on motivation, there has been a great deal
of research completed on ways for educators to increase motivation through pedagogical
techniques. A major focus in this area of study is teacher attitudes toward instruction.
Research has found that “a lesson that is given in a high-energy, dynamic fashion
suggestive of enthusiasm leads students to experience greater interest in and enjoyment of
the material and higher levels of energy and vigor” (Patrick, Hisley, & Kemphler, 2000,
p. 217). It is also recommended that teachers “display a passion for concepts and topics,
your sense of pride in accomplishment, your joy associated with learning” (Powell, 2004,
p. 202).
A second major finding is that students are interested, thus increasing intrinsic
motivation, in subjects that relate to real-life. A 10th grade student was asked what use his
current schoolwork would be to him in his adult life? His answer: “Latin will be helpful
for my SAT’s.” No answer could be initiated for what his schoolwork would afford him
after he completes his educational career (Kuhn, 2003, p. 22). To avoid this type of
response and to increase motivation for learning, teachers can “link instruction with
current events, which is a useful strategy to increase motivation” (Lozanda,1999, p. 26).
A final suggestion made for teachers to increase motivation is to actively involve
students in daily lessons. For example, it is suggested that motivation is increased by
review of previously learned material. This review of material “shows students what they
have learned which enhances motivation for further learning because it validates
student’s beliefs about their competence” (Pintrich & Schunk, 1996, p. 334). While
completing this imperative review, it is recommended that teachers facilitate student
motivation by allowing students to participate via group discussions, student lead review
sessions and fun, interactive exercises. This demonstrates to students that the teacher
values their opinions, which increases motivation (Wentzel, 2002, p. 299).
This extensive review of literature illustrates the importance of motivation in
education through explaining what motivation is and how it is related to education. The
literature also reflects the factors that affect motivation in students, including teacher
influences on student motivation. Finally, a sampling of pedagogical methods that
teachers can use to help motivate students is presented.
Definitions of Important Terms
1. Motivation: A “state that energizes, directs and sustains behavior” (McDevitt &
Ormond, 2002, p. 456).
2. Pedagogical: The study of the methods and activities relating to teaching (Free
Search UK, 2004).
3. Behavioral Psychology: The realm of psychology that deals with behavior as “it is
described and explained in terms of specific stimulus-response relationships”
(McDevitt & Ormond, 2002, p. 456).
4. Intrinsic motivation: Motivation by “factors within themselves or inherent in the
task they are performing” (McDevitt & Ormond, 2002, p. 456).
5. Extrinsic motivation: Factors external to a person which motivates them to do
well.
6. Performance indicators: Signs of how students are progressing throughout
assigned curriculum.
7. Social comparisons: The comparison of an individual to others in society or peer
groups.
8. Need for affiliation: An individual’s need for feeling as one belongs to a peer
group or society in general.
9. Modeling: Illustrating important concepts or behaviors via actions.
10. Curriculum planning: Developing activities for students based on the needs of
students and the educational standards set forth for each school.
11. Feedback: The process in which a teacher provides students with information on
how well tasks are completed.
12. Motivational rewards: Rewards such as stickers, treats, extra points, etc., that are
used to motivate students.
Data Collection and Results
Data Collection
This inquiry project consists of three primary categories, data collection, data
analysis, and conclusion and recommendations. Data collection consisted of the
distribution of two anonymous surveys, both using a Likert Scale, to students who had
parental permission to participate in a Hamilton County high school (school 1) and
middle school (school 2) science class. The student self-perception survey, “Why Do
You Come to School,” (see Appendix A), based on the Academic Motivation Scale
(Vallerand, Pelletier, Blais, Briere, & Senecal, 1993) relates specific information
regarding motivation and factors that affect students’ personal motivation in school. The
second survey which was distributed, “Your Opinion,” (see Appendix B), requested that
students to rate their science teacher on a variety of aspects regarding their daily
interactions with the students, the presentation of material, and their overall attitude
toward the class. Students were asked to record their responses directly on the survey
instrument.
The Respondents
The students in school 1 are all members of a preparatory biology one class in
grades nine through eleven. A large majority of this class finds themselves as repeat
biology students. Additionally, 16 out of the 35 students in this class qualify for special
education services. The students in school 2 are all members of a physical science class
that allows the students to earn a high school credit. The demographics in this class differ
greatly from the demographics of school 1. The students in this class are all first-time,
physical science students and in the eighth grade, and none qualify for special education
services.
Data Analysis
Subsequent to all data collection, data analysis occurred. Data analysis of the
student self-perception survey consisted of categorizing each student as an intrinsically
motivated student or an extrinsically motivated student, according to survey responses.
Each question on the survey corresponds to either intrinsically or extrinsically motivated
students. Student answers determined a raw score which indicated the category in which
each student was placed. Student data was then sorted and graphed via Microsoft Excel
for easy interpretation. Data analysis of the teacher-perception survey included dividing
the students’ perceptions of the teacher into categories. As with the student motivation
survey, each question corresponds to specific ideas that are proven motivators and nonmotivators
in relation to teacher interactions with students. The category the teacher was
placed in corresponds to the total score in each category from all surveys. Furthermore,
teacher data was then sorted and graphed via Microsoft Excel for easy interpretation.
This information will be used to determine the suggested course of intervention for the
classroom.
Results
When the data analysis phase of this study was completed, the survey results were
quite unexpected. Through the completion of the “Why Do You Come to School” survey,
it was found that students who were surveyed, in both school 1 and school 2, are
primarily intrinsically motivated. In the high school, school 1, the students responded 78
times (40.6%) with a definite “How I Feel” (the response found on the survey to indicate
a definite yes answer), when asked questions relating to intrinsic motivation. As well,
students responded with a “Mostly How I Feel” (the response found on the survey to
indicate a majority feeling) response 50 times (26%). Alternatively, students in school 1
responded with “How I Feel” 63 times (32.8%) and “Mostly How I Feel” 23 times
(12%), in relation to a question regarding extrinsic motivation factors. These results are
illustrated in Figure 1.
Figure 1. Motivation Comparison School 1.
In the middle school, school 2, the data reflected similar findings to that of school
1. In relation to statements that reflected definite intrinsic motivation qualities, students
answered with a “How I Feel” response 58 times (32%). Furthermore, students answered
with a “Mostly How I Feel” response 32 times (17%), when presented with intrinsically
motivated statements. On the other hand, students provided a response of “How I Feel”
47 times (26%) and “Mostly How I Feel” 26 times (14%), when presented with
statements relating to extrinsic motivation. These results are reflected in Figure 2.
0
20
40
60
80
Intrinsic
Motivaiton
Total
Extrinsic
Motivaiton
Total
Mostly How I Feel
How I Feel
Figure 2. Motivation Comparison School 2.
The completion of the second survey (Your Opinion) reflects how students in
school 1 and school 2 feel about their science teacher’s motivating behaviors in the
classroom. As previously stated, each of the survey questions correlates to either a
motivating or non motivating behavior exhibited by the teacher. It was found that, in both
school 1 and school 2, the science teachers scrutinized by the respondents exhibit
motivating behaviors in the majority of situations. In school 1, students responded with a
“How I Feel” response 79 times (54%) and a “Mostly How I Feel” response 35 times
(24%), when asked questions relating to motivating behaviors exhibited by their teacher.
In contrast, students in school 1 responded with a “How I Feel” response 11 times (6.9%)
and a “Mostly How I Feel” response 10 times (6.7%), when presented with questions
relating to non motivating behaviors demonstrated by their teacher. These results are
illustrated in Figure 3.
0
20
40
60
Intrinsic
Motivaiton
Total
Extrinsic
Motivaiton
Total
Mostly How I Feel
How I Feel
Figure 3. Teacher Behavior School 1.
In school 2, much like school 1, the students responded that their teacher exhibits
motivating behavior in the majority of situations. For example, the students responded
with a “How I Feel” reply 63 times (48%) and a “Mostly How I Feel” response 34 times
(26%), when presented with questions relating to motivating behaviors in relation to their
teacher. Conversely, students replied with a “Mostly How I Feel” reply only 13 times
(1.0%) and a “Mostly How I Feel” response 17 times (1.3%) when asked to evaluate their
teacher in regard to non motivating factors that are exhibited in the classroom. The results
of this survey can be viewed in Figure 4.
0
20
40
60
80
Motivating
Behavior
Total
Non-
Motivating
Behavior
Total
Mostly How I Feel
How I Feel
Figure 4. Teacher Behavior School 2.
Conclusions and Recommendations
As a pre-service teacher, the completion of this study was an eye-opening
experience. Surprisingly, it was found that the majority of respondents surveyed were
intrinsically motivated with regard to school. Many students replied that they were proud
and happy when they did well in school. Additionally, a large number of students
communicated that they genuinely enjoy coming to school. It was also discovered that a
large percentage of the students surveyed view their teacher to have positive, motivating
attitudes toward them and the subject matter being discussed. Through the analysis of this
data, it can be theorized that teachers that possess a positive, motivating attitude in the
classroom help contribute to developing intrinsically motivated students. The National
Science Teachers Association (NSTA) concurs with this theory in their publication,
Beyond 2000, Teachers of Science Speak Out. The following is found in this publication:
“Teachers of science must provide their students with inquiries that mentally and
physically engage their students with the content and motivation to continue learning”
0
20
40
60
80
Motivating
Behavior
Total
Non-
Motivating
Behavior
Total
Mostly How I Feel
How I Feel
(NSTA, 2003). Thus, there is a direct correlation between teacher attitudes regarding
instruction and motivation in the classroom.
Learning to develop into this positive, motivating influence upon students is a
potential obstacle for many educators. Thus, professional development is an excellent
way for educators to expand this skill. NSTA further supports the growth of motivated
practitioners by providing an abundance of professional development opportunities.
Some of these opportunities include the Professional Development Institute (PDI),
regional and national conferences, web seminars and NSTA recommended publications
such as SCIGuides and the NSTA newsletter, NSTA Express (NSTA, 2005).
Additionally, an innovative concept, Comprehensive Professional Development (CPD), is
on the forefront of educational professional development. This method focuses on,
“strategies for facilitating teacher growth through professional dialogue with colleagues,
collaborative curriculum development, peer supervision, peer coaching, and action
research leading to school wide change” (North American Association of Educational
Negotiators, 1999). Educators who wish to research student motivation as a method of
professional development have numerous opportunities, some of which provide funding
intended for the completion of the research. For example, the William T. Grant
Foundation (2005 a) provides funding for educators wishing to study the correlation of
motivation at school and Latino successes. This foundation also provides a substantial
grant to explore the patterns of motivation in relation to student achievement in school
(2005 b). Finally, the United States Department of Education (2005)has a wealth of
resources online, regarding research-based grants.
The integration of technology in the classroom is a final aspect that must be
discussed when considering teacher and student motivation. The use of technology in the
classroom is an invaluable tool for increasing both teacher and student motivation. For
example, students who are intrinsically motivated will complete assignments such as
WebQuests for the personal satisfaction of completing the assignment. On the other hand,
a student who is extrinsically motivated may be motivated to complete the WebQuest due
to the fact that they get to complete their assignment by using the computer. Technology
is also a motivating factor for teachers and proves to be an invaluable tool in teaching
today. From the use of computers to maintain grades and records, to the use of
PowerPoint software to conduct lectures, technology is integrated throughout the
classroom. Perhaps, teachers who rely heavily on technology may be disposed to include
more interactive, technology-based activities in their curriculum that engage and motivate
both intrinsically-motivated and extrinsically-motivated students.
The study of motivation in the classroom has proven to be an invaluable
experience. Data results reflect that, unpredictably, students are intrinsically motivated in
relation to school. This study also revealed that students are motivated by teachers that
display positive attitudes. It was also discovered that there are numerous techniques for
teachers to expand their knowledge of this subject through professional development and
grant writing opportunities. Finally, the integration of technology proves to be an
essential factor when discussing motivation in the classroom.
References
Free Search UK. (2004). Online dictionary. Retrieved November 19, 2004 from http://www.freesearch.co.uk/dictionary/pedagogical.
Harris, R. (1991). Some ideas for motivating students. Virtual salt. Retrieved November
10, 2004, from http://www.virtualsalt.com/motivate.htm
Kuhn, D. (2003). Understanding and valuing knowing as developmental goals. Liberal
Education, 89(3), 16-32.
Lonzada, M. (1999.) When science gets racy. Techniques, 74(2), 26.
Martin, A. J. (2003). The student motivation scale: Further testing of an instrument that
measures school students’ motivation. Australian Journal of Education, 47(1), 88-
107.
McDevitt, T. M., & Ormond J. E. (2002). Child development: Educating and working
with children and adolescents. New Jersey: Prentice Hall.
National Science Teachers Association (NSTA). (2003). Beyond 2000, teachers of
science speak out. Retrieved November 16, 2005, from http://www.nsta.org/positionstatement&psid=29
National Science Teachers Association (NSTA). (2005). Funding your NSTA learning
Experience. Retrieved November 27, 2005, from http://www.nsta.org/conftips.
North American Association of Educational Negotiators (NAEN). (1999, July/August).
Motivating teachers to improve instruction. National Association of Educational
Negotiators 15(1), July/August 1999.
Patrick, B.C, Hisley, J., & Kempler T. (2000). What’s everybody so excited about? The
effects of teacher enthuasium on intrinsic motivation and vitality. The Journal of
Experimental Education, 68(3), 217.
Perry, N. E., Nordby, C. J., & VandeKamp, K. O. (2003). Promoting self-regulated
reading and writing at home and school. The Elementary School Journal, 103(4),
317-340.
Pintrich, P. R., & Schunk D. H. (1996). Motivation in education: Theory research and
applications. New York: Prentice Hall.
Powell, S. (2004). Introduction to Middle School. New Jersey: Prentice Hall
Thorkildsen, T. A. (2005). Fundamentals in applied research. Boston: Pearson.
United States Department of Education. (2005). Funding options. Retrieved November
27, 2005, from http://www.ed.gov.
Vallerand, R. J, Pelletier, L. G., Blais, M. R., Briere, N. M., & Senecal, C. B. (1993).
Academic motivation scale (AMS-HS 28).
Weinert, F. E., & Kluwe, R. H. (1987). Metacognition, motivation and understanding.
New Jersey: Lawrence Erlbaum Associates.
Wentzel, K. R. (2002). Are effective teachers like good parents? Teaching styles and
adjustment in early adolescence. Child Development. 73, 287-302.
Wentzel, K. R. (1997). Student motivation in middles: The role of perceived pedagogical
caring. Journal of Educational Psychology, 89 (3), 411-419.
William T. Grant Foundation. (2005 a). Latino students’ motivation and critical thinking
project. Retrieved November 27, 2005, from http://www.wtgrantfoundation.org/grant_profile4314/
.
William T. Grant Foundation. (2005 b). Studies in school experience and patterns of
motivation and achievement among diverse samples of adolescents. Retrieved
November 27, 2005, from http://www.wtgrantfoundation.org/grant_profile3079/
Appendix A
Why Do You Come To School?
Answer the following questions by circling the number that matches how you FEEL
about school.
1 2 3 4
Not Sometimes Mostly How I
How I How I How I Feel
Feel Feel Feel
I come to school:
1. Because I’m happy while learning new things.
1 2 3 4
2. Because school will help me get a good job one day.
1 2 3 4
3. Because I really like coming to school.
1 2 3 4
4. Because my parents make me.
1 2 3 4
5. Because I am happy when I do well in school.
1 2 3 4
6. Because I want to prove to myself that I can earn good grades.
1 2 3 4
7. Because I’m happy when I find out new things.
1 2 3 4
8. Because I have fun at school.
1 2 3 4
9. Because when I do well in school, I feel important.
1 2 3 4
10. Because it makes me happy to learn about subjects I enjoy.
1 2 3 4
11. Because school will help me decide a career.
1 2 3 4
12. Because I want to talk to my friends.
1 2 3 4
13. Because it makes me happy to finish hard assignments.
1 2 3 4
14. Because I want to prove to others and myself that I am smart.
1 2 3 4
15. Because I will get in trouble if I don’t come to school.
1 2 3 4
Appendix B
Your Opinion
Answer the following questions by circling the number that matches how you FEEL.
1 2 3 4
Not Sometimes Mostly How
How How How I Feel
I Feel I Feel I Feel
I FEEL that my teacher:
1. Likes Science.
1 2 3 4
2. Makes me feel bad for not doing my homework.
1 2 3 4
3. Grades fairly.
1 2 3 4
4. Has told us what classroom rules to follow.
1 2 3 4
5. Tries to make Science fun for me.
1 2 3 4
6. Gets mad at me for not trying in class.
1 2 3 4
7. Shows me why learning Science is important.
1 2 3 4
8. Calls on me to answer questions.
1 2 3 4
9. Treats others better than me.
1 2 3 4
10. Is excited to be teaching me.
1 2 3 4
An Inquiry Project
Dana Wilson
University of Tennessee at Chattanooga
EDUC 590
Fall 2005
The Institutional Review Board of the University of Tennessee at Chattanooga
(FWA00004149) has approved this research project 05-242.
Introduction to the Problem
Research has illustrated that motivation affects student academic achievement
immensely. For example, “motivation can affect new learning and the performance of
previously learned skills, strategies, and behaviors, which has important implications for
schooling” (Pintrich & Schunk, 1996, p. 5). In addition, my own personal experience has
demonstrated that children are in danger of losing motivation early in their school
careers. For instance, my nephew lost motivation in relation to school early in his
educational career. This loss of motivation for school has left him in an extremely
precarious position as he enters high school and is looking toward the future. He has told
me, frankly, that he wishes that he would have “tried harder” when he was younger so
that he would not have been grouped in technical classes, or, as he refers to them, “the
dummy classes.” A close friend also communicated to me that her son’s middle school
math teacher told the class that, “I am tired of teaching and I bet that all of your parents
hate their jobs, also!” This statement forced me to question the effects of teachers on
student motivation. Thus, the purpose of this study is to identify the factors that cause
students, similar to my newphew, to lose motivation during their educational careers.
Review of Literature
Many topics abound in the field of education; one of great significance for
teachers to investigate is the motivation of their students. Motivation, which is
“conceptualized as students’ energy and drive to learn, work effectively and achieve to
their potential at school,” (Martin, 2003, p. 89), plays an essential role in student
achievement. Educational motivation has been examined by many of the great
researchers such as Plato, Aristotle, McDougall, and Freud. This substantial amount of
research has found that motivation, “is an important quality that pervades all student
activities” (Pintrich & Schunk 1996, p. 3). And furthermore, “motivated students display
interest in activities, work diligently, feel self-confident, stick with tasks and perform
well” (p. 3). Through this inquiry into the motivation of students, an explanation of
motivation, relating to education and students, are will be given. Additionally, the various
factors that affect the motivation of students will be discussed and the many pedagogical
methods teachers can employ to increase motivation will be reviewed.
Initially, we must define motivation, in relation to education. The study of the
motivation of students in the classroom is on the forefront of both educational and
psychological research. Psychological research has been completed focusing on “the
psychological functioning of a student, such as goal orientations, beliefs about ability and
beliefs about control” (Wentzel, 1997, p. 411) in relation to motivation. Research has also
been completed in behavioral psychology relating to student judgments on task difficulty
in relation to motivation, attributes for stress, failure, and evaluations of outcomes
(Weinert & Kluwe, 1997, p. 11).
In addition to these various studies, a great deal of educational research has been
completed on intrinsic and extrinsic motivation. Intrinsic motivation occurs when “task
participation is its own reward and does not depend on explicit rewards or other external
constraints” (Pintrich & Schunk, 1996, p. 258). An intrinsically motivated student
completes tasks because they have an interest in them and they have a high desire for
learning. This desire and interest in learning has an immense impact on student
achievement. Students, who learn for intrinsic reasons, “engage in activities that enhance
learning, in turn, learning promotes intrinsic motivation. As students develop skills they
perceive their positive progress and feel more efficacious about learning” (p. 258).
Furthermore, it has been found that, “the development of intrinsic valuing of intellectual
activities stands to provide the firmest of bases for sustaining intellectual motivation
through childhood and adolescence through adulthood” (Wentzel,1997, p. 412). Thus,
intrinsic motivation is an important factor from early education throughout adulthood.
Extrinsic motivation is described as what students’ focus on, “factors external to
themselves and unrelated to the task they are performing” (McDevitt & Ormond, 2006, p.
456). This type of motivation has been described as detrimental to student development
and achievement due to the fact that it generally is “a means to an end” (Wentzel, 2002,
p. 289). Extrinsically motivated students often “look for performance indicators (e.g.,
grades and rewards) and social comparisons (e.g., being the best or the worst in the
group) for evidence of who they are as students” (Perry, Nordby, & Vanderkamp, 2003,
p. 320). An example of an extrinsically motivated student is illustrated through this
teacher’s description of a student: “the main thing that seems to motivate Eric is doing
better than everyone else. Eric is not content to be second best” (Pintrich & Schunk,
1996, p. 2).
In addition to the previously discussed research, we must also examine the
various categories of students, in relation to motivation. The first category is the successorientated
student. These students are tremendously intrinsically motivated, low in fear of
failure, and especially engaged in academic activities. A second category of student is the
failure avoider. These types of students are extremely fearful of failure and are low in
their confidence for success. These students will employ various techniques such as
procrastination to alleviate stress and avoid failure. A third category is the over striver.
These students will are mainly extrinsically motivated and will “approach stress but
simultaneously fear failure greatly” (Pintruch & Schunk, 1996, p. 73). In the classroom,
an over striver will constantly be concerned with achievement and grades. Finally, we see
the failure accepter, which is considered the unmotivated student. These students will
show “a basic indifference to achievement” (p. 73) through being completely indifferent
regarding their education.
Numerous factors have been identified in relation to affecting motivation in
students. One factor that has been studied in great detail is social factors in relation to
student motivation. Social characteristics can be defined as, “the presence of others
motivating behavior” (Pintrich & Schunk, 1996, p. 189). We also find that “interpersonal
relationships that provide students with a sense of belongingness can be powerful
motivators of children’s school related interests” (Wentzel, 1997, p. 418). Research has
shown that students are likely to “adopt standards for performance and display academic
skills modeled by their classmates” (p. 418). This idea is directly related to the trait
theorists’ idea of students’ need for affiliation. This theory states that students choose
others, with similar interests, with whom to affiliate. This need for affiliation changes
greatly through a student’s academic career. For example, a fifth-grade student may
affiliate with other students in an entirely academic context while a high school senior
affiliates with others in a social context. (McDevitt & Ormond, 2002, p. 460).
In addition to peer interactions, parental interactions are also influential in
increasing motivation. When students have positive relationships with parents, they tend
to have a high emotional well-being in the classroom. In turn, this emotional well being
influences student interest in school and academic achievement (Wentzel, 1997, p. 418).
The need for approval from parents is a major contribution to this aspect of motivation.
Need for approval is defined as “a strong desire to gain the acceptance and positive
judgments of other people” (McDevitt & Ormond, 2002, p. 461). This need for approval
generally is strongest when students are young. As students grow, this approval from
parental figures is generally replaced by peer approval (p. 461).
Perhaps one of the most influential aspects of affecting student motivation is
teachers. Teachers realize that affecting motivation is a daunting task, and when polled,
teachers “list motivating students as one of their chief concerns and seek new ways to
accomplish it” (Pintrich & Schunk, 1996, p. 3). In the past, the role of teachers as student
motivators was viewed in an extremely narrow sense. The primary way for educators in
the past to motivate students was to dispense rewards such as “grades, privileges, praise,
prizes and stickers” (p. 328). However, this, as most aspects of modern education, has
changed significantly. Now, teachers affect student learning and motivation through
every action made within the classroom. It has been proven that teachers affect student
motivation through the effective modeling of positive values in the classroom (Wentzel,
2002, p. 287). It has been suggested that teachers provide students with “an intrinsically
motivated model with the potential to affect their own motivation to learn” (p. 287). Also,
it has also been recognized that effective teacher curriculum planning affects motivation.
When teachers plan effectively, they are concerned “with how much the instruction and
activities will appeal to student interests” (Pintrich & Schunk, 1996, p. 330). A third way
that teachers can influence motivation in the classroom is through positive feedback.
Feedback is divided into four categories: performance feedback, motivational feedback,
attributional feedback, and strategy feedback. Performance feedback occurs when a
teacher praises a student on effective work but also includes corrective information (p.
336). Motivational feedback provides information on a student’s progress and
competence; no reference is made to the degree of correct or incorrect answers (p. 337).
Attributional feedback links a student’s performance with positive attributes in order to
increase motivation. Strategy feedback allows students to see how well they are applying
various strategies taught in the classroom (p. 338). A final way that teachers can
influence motivation is through the disbursement of rewards. Bandura discovered that
“rewards are effective because people behaving in a given fashion will be rewarded” (p.
340). Motivational rewards in the classroom include grades, privileges, honors, free time,
points, tokens, stickers, and stars (p. 340). To curb students from becoming totally reliant
on these rewards, thus becoming totally extrinsically motivated, a teacher must be sure to
explain the reward system to the class. This explanation allows students to set goals to
strive for, which, in turn, increases motivation.
In direct relation to teacher influences on motivation, there has been a great deal
of research completed on ways for educators to increase motivation through pedagogical
techniques. A major focus in this area of study is teacher attitudes toward instruction.
Research has found that “a lesson that is given in a high-energy, dynamic fashion
suggestive of enthusiasm leads students to experience greater interest in and enjoyment of
the material and higher levels of energy and vigor” (Patrick, Hisley, & Kemphler, 2000,
p. 217). It is also recommended that teachers “display a passion for concepts and topics,
your sense of pride in accomplishment, your joy associated with learning” (Powell, 2004,
p. 202).
A second major finding is that students are interested, thus increasing intrinsic
motivation, in subjects that relate to real-life. A 10th grade student was asked what use his
current schoolwork would be to him in his adult life? His answer: “Latin will be helpful
for my SAT’s.” No answer could be initiated for what his schoolwork would afford him
after he completes his educational career (Kuhn, 2003, p. 22). To avoid this type of
response and to increase motivation for learning, teachers can “link instruction with
current events, which is a useful strategy to increase motivation” (Lozanda,1999, p. 26).
A final suggestion made for teachers to increase motivation is to actively involve
students in daily lessons. For example, it is suggested that motivation is increased by
review of previously learned material. This review of material “shows students what they
have learned which enhances motivation for further learning because it validates
student’s beliefs about their competence” (Pintrich & Schunk, 1996, p. 334). While
completing this imperative review, it is recommended that teachers facilitate student
motivation by allowing students to participate via group discussions, student lead review
sessions and fun, interactive exercises. This demonstrates to students that the teacher
values their opinions, which increases motivation (Wentzel, 2002, p. 299).
This extensive review of literature illustrates the importance of motivation in
education through explaining what motivation is and how it is related to education. The
literature also reflects the factors that affect motivation in students, including teacher
influences on student motivation. Finally, a sampling of pedagogical methods that
teachers can use to help motivate students is presented.
Definitions of Important Terms
1. Motivation: A “state that energizes, directs and sustains behavior” (McDevitt &
Ormond, 2002, p. 456).
2. Pedagogical: The study of the methods and activities relating to teaching (Free
Search UK, 2004).
3. Behavioral Psychology: The realm of psychology that deals with behavior as “it is
described and explained in terms of specific stimulus-response relationships”
(McDevitt & Ormond, 2002, p. 456).
4. Intrinsic motivation: Motivation by “factors within themselves or inherent in the
task they are performing” (McDevitt & Ormond, 2002, p. 456).
5. Extrinsic motivation: Factors external to a person which motivates them to do
well.
6. Performance indicators: Signs of how students are progressing throughout
assigned curriculum.
7. Social comparisons: The comparison of an individual to others in society or peer
groups.
8. Need for affiliation: An individual’s need for feeling as one belongs to a peer
group or society in general.
9. Modeling: Illustrating important concepts or behaviors via actions.
10. Curriculum planning: Developing activities for students based on the needs of
students and the educational standards set forth for each school.
11. Feedback: The process in which a teacher provides students with information on
how well tasks are completed.
12. Motivational rewards: Rewards such as stickers, treats, extra points, etc., that are
used to motivate students.
Data Collection and Results
Data Collection
This inquiry project consists of three primary categories, data collection, data
analysis, and conclusion and recommendations. Data collection consisted of the
distribution of two anonymous surveys, both using a Likert Scale, to students who had
parental permission to participate in a Hamilton County high school (school 1) and
middle school (school 2) science class. The student self-perception survey, “Why Do
You Come to School,” (see Appendix A), based on the Academic Motivation Scale
(Vallerand, Pelletier, Blais, Briere, & Senecal, 1993) relates specific information
regarding motivation and factors that affect students’ personal motivation in school. The
second survey which was distributed, “Your Opinion,” (see Appendix B), requested that
students to rate their science teacher on a variety of aspects regarding their daily
interactions with the students, the presentation of material, and their overall attitude
toward the class. Students were asked to record their responses directly on the survey
instrument.
The Respondents
The students in school 1 are all members of a preparatory biology one class in
grades nine through eleven. A large majority of this class finds themselves as repeat
biology students. Additionally, 16 out of the 35 students in this class qualify for special
education services. The students in school 2 are all members of a physical science class
that allows the students to earn a high school credit. The demographics in this class differ
greatly from the demographics of school 1. The students in this class are all first-time,
physical science students and in the eighth grade, and none qualify for special education
services.
Data Analysis
Subsequent to all data collection, data analysis occurred. Data analysis of the
student self-perception survey consisted of categorizing each student as an intrinsically
motivated student or an extrinsically motivated student, according to survey responses.
Each question on the survey corresponds to either intrinsically or extrinsically motivated
students. Student answers determined a raw score which indicated the category in which
each student was placed. Student data was then sorted and graphed via Microsoft Excel
for easy interpretation. Data analysis of the teacher-perception survey included dividing
the students’ perceptions of the teacher into categories. As with the student motivation
survey, each question corresponds to specific ideas that are proven motivators and nonmotivators
in relation to teacher interactions with students. The category the teacher was
placed in corresponds to the total score in each category from all surveys. Furthermore,
teacher data was then sorted and graphed via Microsoft Excel for easy interpretation.
This information will be used to determine the suggested course of intervention for the
classroom.
Results
When the data analysis phase of this study was completed, the survey results were
quite unexpected. Through the completion of the “Why Do You Come to School” survey,
it was found that students who were surveyed, in both school 1 and school 2, are
primarily intrinsically motivated. In the high school, school 1, the students responded 78
times (40.6%) with a definite “How I Feel” (the response found on the survey to indicate
a definite yes answer), when asked questions relating to intrinsic motivation. As well,
students responded with a “Mostly How I Feel” (the response found on the survey to
indicate a majority feeling) response 50 times (26%). Alternatively, students in school 1
responded with “How I Feel” 63 times (32.8%) and “Mostly How I Feel” 23 times
(12%), in relation to a question regarding extrinsic motivation factors. These results are
illustrated in Figure 1.
Figure 1. Motivation Comparison School 1.
In the middle school, school 2, the data reflected similar findings to that of school
1. In relation to statements that reflected definite intrinsic motivation qualities, students
answered with a “How I Feel” response 58 times (32%). Furthermore, students answered
with a “Mostly How I Feel” response 32 times (17%), when presented with intrinsically
motivated statements. On the other hand, students provided a response of “How I Feel”
47 times (26%) and “Mostly How I Feel” 26 times (14%), when presented with
statements relating to extrinsic motivation. These results are reflected in Figure 2.
0
20
40
60
80
Intrinsic
Motivaiton
Total
Extrinsic
Motivaiton
Total
Mostly How I Feel
How I Feel
Figure 2. Motivation Comparison School 2.
The completion of the second survey (Your Opinion) reflects how students in
school 1 and school 2 feel about their science teacher’s motivating behaviors in the
classroom. As previously stated, each of the survey questions correlates to either a
motivating or non motivating behavior exhibited by the teacher. It was found that, in both
school 1 and school 2, the science teachers scrutinized by the respondents exhibit
motivating behaviors in the majority of situations. In school 1, students responded with a
“How I Feel” response 79 times (54%) and a “Mostly How I Feel” response 35 times
(24%), when asked questions relating to motivating behaviors exhibited by their teacher.
In contrast, students in school 1 responded with a “How I Feel” response 11 times (6.9%)
and a “Mostly How I Feel” response 10 times (6.7%), when presented with questions
relating to non motivating behaviors demonstrated by their teacher. These results are
illustrated in Figure 3.
0
20
40
60
Intrinsic
Motivaiton
Total
Extrinsic
Motivaiton
Total
Mostly How I Feel
How I Feel
Figure 3. Teacher Behavior School 1.
In school 2, much like school 1, the students responded that their teacher exhibits
motivating behavior in the majority of situations. For example, the students responded
with a “How I Feel” reply 63 times (48%) and a “Mostly How I Feel” response 34 times
(26%), when presented with questions relating to motivating behaviors in relation to their
teacher. Conversely, students replied with a “Mostly How I Feel” reply only 13 times
(1.0%) and a “Mostly How I Feel” response 17 times (1.3%) when asked to evaluate their
teacher in regard to non motivating factors that are exhibited in the classroom. The results
of this survey can be viewed in Figure 4.
0
20
40
60
80
Motivating
Behavior
Total
Non-
Motivating
Behavior
Total
Mostly How I Feel
How I Feel
Figure 4. Teacher Behavior School 2.
Conclusions and Recommendations
As a pre-service teacher, the completion of this study was an eye-opening
experience. Surprisingly, it was found that the majority of respondents surveyed were
intrinsically motivated with regard to school. Many students replied that they were proud
and happy when they did well in school. Additionally, a large number of students
communicated that they genuinely enjoy coming to school. It was also discovered that a
large percentage of the students surveyed view their teacher to have positive, motivating
attitudes toward them and the subject matter being discussed. Through the analysis of this
data, it can be theorized that teachers that possess a positive, motivating attitude in the
classroom help contribute to developing intrinsically motivated students. The National
Science Teachers Association (NSTA) concurs with this theory in their publication,
Beyond 2000, Teachers of Science Speak Out. The following is found in this publication:
“Teachers of science must provide their students with inquiries that mentally and
physically engage their students with the content and motivation to continue learning”
0
20
40
60
80
Motivating
Behavior
Total
Non-
Motivating
Behavior
Total
Mostly How I Feel
How I Feel
(NSTA, 2003). Thus, there is a direct correlation between teacher attitudes regarding
instruction and motivation in the classroom.
Learning to develop into this positive, motivating influence upon students is a
potential obstacle for many educators. Thus, professional development is an excellent
way for educators to expand this skill. NSTA further supports the growth of motivated
practitioners by providing an abundance of professional development opportunities.
Some of these opportunities include the Professional Development Institute (PDI),
regional and national conferences, web seminars and NSTA recommended publications
such as SCIGuides and the NSTA newsletter, NSTA Express (NSTA, 2005).
Additionally, an innovative concept, Comprehensive Professional Development (CPD), is
on the forefront of educational professional development. This method focuses on,
“strategies for facilitating teacher growth through professional dialogue with colleagues,
collaborative curriculum development, peer supervision, peer coaching, and action
research leading to school wide change” (North American Association of Educational
Negotiators, 1999). Educators who wish to research student motivation as a method of
professional development have numerous opportunities, some of which provide funding
intended for the completion of the research. For example, the William T. Grant
Foundation (2005 a) provides funding for educators wishing to study the correlation of
motivation at school and Latino successes. This foundation also provides a substantial
grant to explore the patterns of motivation in relation to student achievement in school
(2005 b). Finally, the United States Department of Education (2005)has a wealth of
resources online, regarding research-based grants.
The integration of technology in the classroom is a final aspect that must be
discussed when considering teacher and student motivation. The use of technology in the
classroom is an invaluable tool for increasing both teacher and student motivation. For
example, students who are intrinsically motivated will complete assignments such as
WebQuests for the personal satisfaction of completing the assignment. On the other hand,
a student who is extrinsically motivated may be motivated to complete the WebQuest due
to the fact that they get to complete their assignment by using the computer. Technology
is also a motivating factor for teachers and proves to be an invaluable tool in teaching
today. From the use of computers to maintain grades and records, to the use of
PowerPoint software to conduct lectures, technology is integrated throughout the
classroom. Perhaps, teachers who rely heavily on technology may be disposed to include
more interactive, technology-based activities in their curriculum that engage and motivate
both intrinsically-motivated and extrinsically-motivated students.
The study of motivation in the classroom has proven to be an invaluable
experience. Data results reflect that, unpredictably, students are intrinsically motivated in
relation to school. This study also revealed that students are motivated by teachers that
display positive attitudes. It was also discovered that there are numerous techniques for
teachers to expand their knowledge of this subject through professional development and
grant writing opportunities. Finally, the integration of technology proves to be an
essential factor when discussing motivation in the classroom.
References
Free Search UK. (2004). Online dictionary. Retrieved November 19, 2004 from
http://www.freesearch.co.uk/dictionary/pedagogical.
Harris, R. (1991). Some ideas for motivating students. Virtual salt. Retrieved November
10, 2004, from http://www.virtualsalt.com/motivate.htm
Kuhn, D. (2003). Understanding and valuing knowing as developmental goals. Liberal
Education, 89(3), 16-32.
Lonzada, M. (1999.) When science gets racy. Techniques, 74(2), 26.
Martin, A. J. (2003). The student motivation scale: Further testing of an instrument that
measures school students’ motivation. Australian Journal of Education, 47(1), 88-
107.
McDevitt, T. M., & Ormond J. E. (2002). Child development: Educating and working
with children and adolescents. New Jersey: Prentice Hall.
National Science Teachers Association (NSTA). (2003). Beyond 2000, teachers of
science speak out. Retrieved November 16, 2005, from
http://www.nsta.org/positionstatement&psid=29
National Science Teachers Association (NSTA). (2005). Funding your NSTA learning
Experience. Retrieved November 27, 2005, from http://www.nsta.org/conftips.
North American Association of Educational Negotiators (NAEN). (1999, July/August).
Motivating teachers to improve instruction. National Association of Educational
Negotiators 15(1), July/August 1999.
Patrick, B.C, Hisley, J., & Kempler T. (2000). What’s everybody so excited about? The
effects of teacher enthuasium on intrinsic motivation and vitality. The Journal of
Experimental Education, 68(3), 217.
Perry, N. E., Nordby, C. J., & VandeKamp, K. O. (2003). Promoting self-regulated
reading and writing at home and school. The Elementary School Journal, 103(4),
317-340.
Pintrich, P. R., & Schunk D. H. (1996). Motivation in education: Theory research and
applications. New York: Prentice Hall.
Powell, S. (2004). Introduction to Middle School. New Jersey: Prentice Hall
Thorkildsen, T. A. (2005). Fundamentals in applied research. Boston: Pearson.
United States Department of Education. (2005). Funding options. Retrieved November
27, 2005, from http://www.ed.gov.
Vallerand, R. J, Pelletier, L. G., Blais, M. R., Briere, N. M., & Senecal, C. B. (1993).
Academic motivation scale (AMS-HS 28).
Weinert, F. E., & Kluwe, R. H. (1987). Metacognition, motivation and understanding.
New Jersey: Lawrence Erlbaum Associates.
Wentzel, K. R. (2002). Are effective teachers like good parents? Teaching styles and
adjustment in early adolescence. Child Development. 73, 287-302.
Wentzel, K. R. (1997). Student motivation in middles: The role of perceived pedagogical
caring. Journal of Educational Psychology, 89 (3), 411-419.
William T. Grant Foundation. (2005 a). Latino students’ motivation and critical thinking
project. Retrieved November 27, 2005, from
http://www.wtgrantfoundation.org/grant_profile4314/
.
William T. Grant Foundation. (2005 b). Studies in school experience and patterns of
motivation and achievement among diverse samples of adolescents. Retrieved
November 27, 2005, from http://www.wtgrantfoundation.org/grant_profile3079/
Appendix A
Why Do You Come To School?
Answer the following questions by circling the number that matches how you FEEL
about school.
1 2 3 4
Not Sometimes Mostly How I
How I How I How I Feel
Feel Feel Feel
I come to school:
1. Because I’m happy while learning new things.
1 2 3 4
2. Because school will help me get a good job one day.
1 2 3 4
3. Because I really like coming to school.
1 2 3 4
4. Because my parents make me.
1 2 3 4
5. Because I am happy when I do well in school.
1 2 3 4
6. Because I want to prove to myself that I can earn good grades.
1 2 3 4
7. Because I’m happy when I find out new things.
1 2 3 4
8. Because I have fun at school.
1 2 3 4
9. Because when I do well in school, I feel important.
1 2 3 4
10. Because it makes me happy to learn about subjects I enjoy.
1 2 3 4
11. Because school will help me decide a career.
1 2 3 4
12. Because I want to talk to my friends.
1 2 3 4
13. Because it makes me happy to finish hard assignments.
1 2 3 4
14. Because I want to prove to others and myself that I am smart.
1 2 3 4
15. Because I will get in trouble if I don’t come to school.
1 2 3 4
Appendix B
Your Opinion
Answer the following questions by circling the number that matches how you FEEL.
1 2 3 4
Not Sometimes Mostly How
How How How I Feel
I Feel I Feel I Feel
I FEEL that my teacher:
1. Likes Science.
1 2 3 4
2. Makes me feel bad for not doing my homework.
1 2 3 4
3. Grades fairly.
1 2 3 4
4. Has told us what classroom rules to follow.
1 2 3 4
5. Tries to make Science fun for me.
1 2 3 4
6. Gets mad at me for not trying in class.
1 2 3 4
7. Shows me why learning Science is important.
1 2 3 4
8. Calls on me to answer questions.
1 2 3 4
9. Treats others better than me.
1 2 3 4
10. Is excited to be teaching me.
1 2 3 4